Examining learning research from the perspective of the relationship between teaching and learning does not mean weakening teaching or advocating for replacing teaching with learning, but rather aims to deepen the understanding of the essence and value of learning within the changing relationship between teaching and learning. Using the changing relationship between "teaching" and "learning" as a framework to examine shifts in understanding of learning in the field of education and teaching, three stages can be identified: "learning" contains "teaching", "learning" follows "teaching", and "learning" guides "teaching". By exploring the essence of learning, understanding its core characteristics, and summarizing the logic behind learning cognition, this perspective enables educators to reconsider fundamental questions: Why do we learn and teach? What forms of learning shape teaching? How does teaching introduce new ways of learning?  To deepen the teaching reform guided by core competencies, primary and secondary school teachers must establish teaching philosophies based on the relationship between learning and student development; Grasp the historical existence of learning and construct awareness of teaching history; Reflection on grounded teaching practices, seeking to surpass learning concepts.

Zheqian Wang. The development process, main characteristics and practical enlightenment of learning and research— An investigation based on the relationship between teaching and study. Frontiers in Educational Research (2024) Vol. 7, Issue 12: 171-176. https://doi.org/10.25236/FER.2024.071224.

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